6. Carefully design the teaching process. The teaching process includes: how to introduce and activate students' existing experience, how to consolidate the knowledge and skills students have learned, the presentation methods and steps of new teaching content, learning feedback and evaluation timing, etc. (1) Create situations and introduce them reasonably. The creation of situations must consider the teaching content and students' acceptance. While creating situations and introducing new lessons, the goals and tasks of this lesson must also be clearly stated. For example, when teaching the lesson "Two Lazy Crows", the teacher used descriptive language to introduce: "On a beautiful hillside, there is a tall and big poplar tree, and there is a crow's nest on the poplar tree. There are two little crows living in it, and the wind is blowing. At this time, there is a hole in the nest. Do you want to know what happened in the nest? "This makes the students excited and eager to know. The little stories that happened in the nest will increase their interest in learning. And by understanding the content of the songs, students can also sing and express the songs well with the music and with humorous emotions. (2) Skill training, organic penetration. This does not mean abandoning the learning and training of traditional music knowledge and skills, but changing the way they are presented. Integrate the learning and training of music knowledge and skills into music teaching organically, and help students understand its meaning more intuitively through various practical activities of music. For example, when teaching the lesson of "Children's Home", the rhythm practice part can be presented to students in the form of fun challenges. Through pre-created situations, students can beat the correct rhythm to get a pass to Disneyland. In this way, students can master the difficult points of song rhythm in a happy emotional experience, thereby achieving the teaching goal. (3) Design learning problems from multiple angles based on different learning content. Each link in teaching is a connection of questions. Each question is the content we want to learn and the goal we want to achieve. Moreover, questions can be designed from multiple perspectives, such as the creative perspective, the aesthetic perspective, and the performance perspective; Questions can also be framed from a relevant cultural perspective. But the problem is the starting point, the problem is the main line, and the problem is the process and method. The implementation of the new curriculum is to allow students to learn how to solve problems while solving problems. Therefore, the questions are too simple, the questions are not exploratory, and the questions raised are not challenging to the students' knowledge and skills. Such question design is meaningless. . (5) Reproduce new knowledge and have a flexible ending. A beautiful piece of music must have both an exciting beginning and an intriguing ending. The end of the music class can be a brief summary of knowledge shared by teachers and students, or a hopeful message from the teacher. It can end with teachers and students singing and dancing, or it can end with quietly listening to music. . 7. Work hard on "preparing yourself" (1) Reflect yourself and give full play to your own advantages, so that the unique professional basic skills and personality charm of individual music teachers can be displayed in the teaching process, and strive to form a more mature and stable teaching style. (2) Focus on reflection on music lesson preparation. Teaching reflection is important in time and perseverance. Once you gain something, record it in time. If you have something to say, it will be long, if there is nothing to say, it will be short. Record down typical problems and successes, as well as "failures" to promote thinking through writing and teaching through thinking. In the process of continuous self-examination and improvement of teaching design, we move towards self-transcendence in lesson preparation. In short, lesson preparation for music teaching is a kind of creative labor. Any successful music lesson requires teachers to make careful preparations before class. As a music teacher, in addition to learning new concepts, researching teaching materials, and studying students, you must also constantly master feasible teaching strategies, study curriculum standards, teaching books, and students together, and pay attention to textbooks, textbook preparations, and even small notes. , so that our music lesson preparation can truly produce the effect of "moistening things silently"